Darrell J. Henry Dept. of Geology and Geophysics Louisiana State University, USA

1. Communications using course-embedded research projects in MPG courses: Introduction to research, development of communication skills and means of programmatic assessment Darrell J. Henry Dept. of Geology and Geophysics Louisiana State University, USA

2. Course-embedded research projects –Potential benefits • Individual student grades • Introduction into culture of research • Venue for developing scientific communications skills • Relatively noninvasive way to address degree program learning outcomes

3. Igneous and Metamorphic Petrology:Class-based Petrologic Research in an Outcrop-challenged State? You need to adapt!

4. Pet Rock Project: 1996-present • Semester-long project (Igneous and Metamorphic Petrology) integrated in fabric of course • “Field experience” - random selection of rock in a box • Research experience - processing pet rock sample, petrographic and analytical data acquisition, and petrologic interpretation • Communication skills - professional-level written report and oral presentation

5. Samples – “Field work” • Archean rocks from Beartooth Mtns, MT • Great diversity of rocks • Geologic complexity • Virtual field context • Field photos • Google Earth

6. Introduction to Tools Available for Project • Advanced tools • SEM imaging - BSE • EDS (mineral ID), electron microprobe spot analyses and data handling • Simple tools • Optical microscopy • Optical CL

7. Communicating the Science How do we make the science known? CxC mission: Enhancing learning experiences for students and improving their written, spoken, visual presentation, and technological communication skills

8. LSU CxC Initiative – Communication-intensive certification • communication for learning and for formal sharing of ideas publicly • Emphases on at least 2 of the CxC components: written, spoken, visual, or technological communication • Student/faculty ratio of 35:1 • Genres appropriate to discipline or profession • Class time spent on communication (and revision required) • Faculty member involvement in evaluation • 40% of course grade based on communication

9. Igneous and Metamorphic Petrology CI components (oral and written) • Oral presentations • Preparation: effective oral presentation by instructor (week 1) • Volcano Presentation with feedback(week 3) • Pet Rock Project Presentation – embedded research project (week 13 and 15) • Written contribution • Igneous Project – 5+ page paper – guidelines given with feedback (week 6-7) • Pet Rock Project – 10+ page research project written in the style of a professional petrology paper (week 13 and 15)

10. Pet Rock – Speaking at the Igneous and Metamorphic Petrology Symposium Professional-style oral presentation expectations • Day-long Igneous and Metamorphic Petrology Symposium • Symposium program • 12 minute talk with 3 minute question period • Student-moderated • Student evaluated with evaluation forms used previously

11. Rubric for evaluation of oral communications (instructor/students)

12. Rubric for evaluation of written communications (instructor) Individual student assessment Each category weighted depending on relative importance

13. Transforming student scoring rubrics into degree program assessment LSU Geology BS learning outcome: “Students will develop the ability to effectively communicate geologic concepts and material to the public and professional colleagues in written and oral formats” 2009 – Igneous and Metamorphic Petrology is designated means of assessment • Repurpose the individual scoring rubric to consider each category • Goal: direct assessment of learning outcome • Renormalize instructor scores on a 5-point basis • Investigate the group statistics • Develop threshold levels (and then re-examine)

14. Assessment results and feedback 2010 examples of information/basis for improvement